Knowledge and Processes That Predict Proficiency in Digital Literacy
Reading and Writing: An Interdisciplinary Journal Volume 27, Number 9, ISSN 0922-4777
Proficiency in digital literacy refers to the ability to read and write using online sources, and includes the ability to select sources relevant to the task, synthesize information into a coherent message, and communicate the message with an audience. The present study examines the determinants of digital literacy proficiency by asking 150 students who had 50 min of access to the Internet and a word processor to produce a research report on whether or not their college should require all students to own a laptop computer. The resulting essay received a holistic rating from 1 to 5. Concerning knowledge underlying digital literacy, the major predictors of digital literacy proficiency (as measured by essay rating) were academic experience (undergraduate versus graduate status) and domain knowledge (based on a questionnaire), rather than technical knowledge about how to use computers (based on a questionnaire). Concerning processing during the task, the major predictors of digital literacy proficiency were integrating processes (such as number of unique sources, citations, or supporting details) rather than search processes (such as number of actions, web pages, websites, links, or search terms). In short, proficiency in digital literacy depended mainly on academic experience rather than technical experience, and on how learners organize and integrate the information they find rather than on how much information they peruse. Findings from this study suggest that the basic tenets of good scholarship apply to digital media.
Bulger, M.E., Mayer, R.E. & Metzger, M.J. (2014). Knowledge and Processes That Predict Proficiency in Digital Literacy. Reading and Writing: An Interdisciplinary Journal, 27(9), 1567-1583.
Cited ByView References & Citations Map
Taralynn Hartsell, The University of Southern Mississippi, Hattiesburg, MS, United States
International Journal of Information and Communication Technology Education Vol. 13, No. 1 (January 2017) pp. 72–82
Kelly Torres & Aubrey Statti, The Chicago School of Professional Psychology, United States
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 919–926
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